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Talking Points Submission Guidelines

Talking Points, a peer-reviewed journal, is published in May and October by WLU, the Whole Language Umbrella, a conference of NCTE. Talking Points helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, students, and researchers to reflect about literacy and learning. We invite submissions from professionals across the educational spectrum, including classroom teachers, teacher educators, researchers, and educational advocates/activists.

Manuscripts submitted should:  (1) be on a topic or issue related to holistic teaching and learning; or (2) present theory and/or research that contributes to the knowledge base for holistic, democratic, and inclusive education. Manuscripts should be no more than 15 pages in length (standard margins, double spaced) and, to ensure a blind review, contain no information identifying the author except on an attached cover sheet. Reference lists should follow APA guidelines.

To submit a manuscript, email it as a Word attachment to the editors, Sally Brown and Deborah MacPhee, at TalkingPoints@georgiasouthern.edu. Manuscripts are accepted at any time. If you do not receive confirmation within a few days that your manuscript was received, please resend it.

Upcoming Themes

May 2015: Exploring and Understanding Literacy 
Submission Deadline: October 1, 2014               

This non-themed issue calls for manuscripts that address inquiries, investigations, and discoveries focused on transforming our understanding of literacy as a progressive ideology based on the goals of democracy and social justice. This issue provides an opportunity to intentionally probe the current state of literacy in a variety of ways. For example, we welcome research that examines student learning, classroom literacy practices, active construction of knowledge, and whole language learning environments.

October 2015: Inquiring with Whole Language Practices 
Submission Deadline: May 1, 2015               

This non-themed issue calls for manuscripts that address inquiries, investigations, and discoveries focused on transforming our understanding of literacy as a progressive ideology based on the goals of democracy and social justice.  This issue provides an opportunity to intentionally probe the current state of literacy in a variety of ways.  For example, we welcome research that examines student learning, classroom literacy practices, active construction of knowledge, and whole language learning environments.

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